A museum label explains that a carved waka model was made to show construction features rather than to be used on water. A diagram labels the hull, prow, stern and paddle. A second paragraph describes how museum staff use provenance records to track where collection items came from.
Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.TERM 1 · WEEK 5
Museum Curator
Culture
0 / 7 missions complete
ENGLISH
Soft C, Soft G
01 · WorkshopLet’s investigate the words for Museum Curator. Look for what changes, then explain what you notice.
WHAT AM I LEARNING?
I can use roots and word families to infer meaning.
YOUR MISSION
The root ‘spect’ relates to…
TEACH · LEARN THE IDEA
Many academic and technical words share roots. Spotting a familiar root can unlock several related words and help with spelling.
- STEP 1Read or tap each word.
- STEP 2Look closely at the word part the mission is teaching.
- STEP 3Sort, build or compare the words.
- STEP 4Explain the pattern in your own words.
PRACTISE · Try the words
Tap words to collect and compare them.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CHECK THE CORE IDEA
The root ‘spect’ relates to…
STERNback of the waka
PROWfront of the waka
HULLmain body
PADDLEused to move the waka
ENGLISH
Main Ideas, Labels & Diagrams
02 · LibraryRead the Museum Curator information first. Talk the idea through, then answer one small question at a time.
WHAT AM I LEARNING?
I can identify how a text is organised and use its structure to find meaning.
YOUR MISSION
Why is the diagram useful?
TEACH · LEARN THE IDEA
Headings, paragraphs, diagrams, captions, sequence words and cause-and-effect structures help readers predict where information will appear.
- STEP 1Read once to understand what it is mostly about.
- STEP 2Read the question again and find the part that helps.
- STEP 3Say your answer aloud using because, then check it against the text.
- STEP 4Record a useful clue from the source.
- STEP 5Explain what that clue tells you.
TEACH · Read this first
A museum label explains that a carved waka model was made to show construction features rather than to be used on water. A diagram labels the hull, prow, stern and paddle. A second paragraph describes how museum staff use provenance records to track where collection items came from.
CHECK THE TEXT · Find a clue
A clue from the text is called evidence.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CHECK THE CORE IDEA
Why is the diagram useful?
ENGLISH
Writing a Museum Label
03 · Creative StudioYOUR WRITING JOB: Write a museum label for an object. Include what it is, two important features and why it matters.
WHAT AM I LEARNING?
I can write an informative report that groups related ideas and uses evidence.
YOUR MISSION
Write a museum label for an object. Include what it is, two important features and why it matters.
TEACH · LEARN THE IDEA
Reports use a clear focus, grouped information and accurate vocabulary. Select evidence that supports the purpose and avoid irrelevant detail.
- STEP 1Introduce what you are writing about.
- STEP 2Give your first important idea.
- STEP 3Add another useful detail, reason or example.
- STEP 4Finish so the reader understands your message.
NEED TO GET YOUR IDEAS READY?
Choose any way that helps. These are optional — you can always do the whole mission on screen.
ON SCREEN — use the planning boxes below.PEN & PAPER — if you want to, draw or jot your ideas first.SAY IT OUT LOUD — explain your idea to yourself before writing.TALK IT THROUGH — if someone is available, you can talk with a friend, sibling, whānau member or adult.
PRACTISE · Plan it one step at a time
SELF-CHECK · Check your work
This checklist helps you check your work. You do not have to tick every box to submit — the mission check looks at the work you created.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YOU TRY
Write a museum label for an object. Include what it is, two important features and why it matters.
Minimum guide: 90 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
MATHS
Multiplying & Dividing Equal Groups
04 · Maths LabWork through one maths question at a time. Your answers will be checked before the next mission unlocks.
WHAT AM I LEARNING?
I can use multiplication and division strategies for larger whole-number problems.
YOUR MISSION
1) 24 display trays × 18 objects 2) 432 objects ÷ 16 cases
TEACH · LEARN THE IDEA
Use place value, known facts and factors to break difficult calculations into manageable parts. Check division using multiplication.
- STEP 1Read the question and decide what you need to find.
- STEP 2Notice the important numbers and units.
- STEP 3Choose a strategy and work it out.
- STEP 4Type the answer, then check that it makes sense.
PRACTISE & SOLVE · One question at a time
Read → choose a strategy → work it out → check your answer. Correct answers stay correct if another question needs another go.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
CORE YEAR 5 QUESTIONS
MATHS
Planning Equal Display Groups
05 · Mission DeckThis is your real-world Museum Curator challenge. Work out what the problem asks you to find or make.
WHAT AM I LEARNING?
I can combine information and calculations to make a workable plan.
YOUR MISSION
Explain how you would arrange 432 objects into equal cases while leaving clear space for labels and visitor movement.
TEACH · LEARN THE IDEA
Integrated problems often have several constraints. Identify the goal, list the limits, calculate what matters, then explain why the plan works.
- STEP 1Read the whole challenge once.
- STEP 2Find the numbers, facts or rules you need.
- STEP 3Choose a useful strategy.
- STEP 4Show your solution clearly enough that someone else could follow it.
CREATE · What do I need to solve?
Explain how you would arrange 432 objects into equal cases while leaving clear space for labels and visitor movement.
Choose a way to show your thinking. There can be more than one good strategy.
Ways to think away from the screen
PEN & PAPER — show your working there if it helps.
SAY IT OUT LOUD — explain what you need to find.
TALK IT THROUGH — if someone is available, you can discuss your strategy.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YOU TRY
Explain how you would arrange 432 objects into equal cases while leaving clear space for labels and visitor movement.
Minimum guide: 60 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Museum Memory Match
06 · ArcadeGAME BREAK
Play the challenge and follow the instructions inside the game. Complete at least one challenge successfully to finish this Game Break.
ICONIC ARCADE · TERM 1 · WEEK 5
Memory Match
Single-player · touch friendly · progress saves on this deviceTurn over cards and match all three idea pairs.
YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.
Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.
YEAR 5 GAME CHECK
Finish the game first, then use the learning from this week to clear these three final rounds.
How did Week 5 feel?
07 · ClubhouseThis part is about your own learning. There are no right or wrong feelings.
WHAT AM I LEARNING?
Reflect on independence, challenge level and the next useful Year 5 practice step.
YOUR MISSION
Which detail helped you understand the exhibit most clearly, and why?
TEACH · LEARN THE IDEA
Choose what feels true for you, then write one thing you understand better now.
- STEP 1Choose how the week felt.
- STEP 2Write one thing you understand better now.
How did this week feel?
There are no right or wrong answers. Choose what feels true for you.